Reading&ESL

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 * [[file:allington-easy-texts.pdf|Richard Allington on reading development]]

* || =** Reading Development and Appropriate Text **=

Simply put, students need enormous quantities of successful reading to become independent, proficient readers. No child who spends 80 percent of his instructional time in texts that are inappropriately difficult will make much progress academically. || John's first and much-abused presentation on a "run and gun" method of supporting content-related reading for ELs. Soon I'll be updating and modifying this -- because I'm more convinced of it than ever. * ||
 * [[file:promoting-academic-literacy-through-appropriate-reading.ppt]] * || =Promoting Academic Literacy through Appropriate Reading=
 * [[file:calderon-9-factors-ltels.pdf|Margarita Calderon on the nine factors]] [[file:calderon-9-factors-ltels.pdf|that lead to Long-Term English Learner]]

|| = Factors 1 & 2 Contributing to Student Status as "Long-Term English Learners" =


 * 1) **Independent Reading.** Teachers do most of the reading for ELs . If ELs rarely get to read during the early stages of language development, their exposure to academic language and subject matter concepts is delayed.
 * 2) **EL-Appropriate Texts.** ELs do mostly independent or silent reading of books that have been leveled using formulas for mainstream readers. This often results in “pretend reading” and trying to guess content from pictures. ELs need explicit instruction on reading—specific to their range of needs ||
 * [[file:calderon&allington-back-to-back.pdf]] || =Students Becoming Proficient Readers=

Margarita Calderon and Richard Allington on what EL and all students need to become proficient readers. ||
 * [[file:Myths about Teaching and Learning - 2004 - folse - 3794-3859-1-PB.txt.pdf|Folse on using bilingual dictionaries during reading]] || = Using Bilingual Dictionaries During Reading =

From Folse's 2004 "Myths about Teaching Second Language Vocabulary: What Recent Research Says" The researchers also note that though teachers have definite views on what kind of dictionaries should be used during reading, these views are not based on any empirical evidence. In a study of 105 learners of Spanish, Knight (1994) found that the use of a bilingual dictionary during a reading activity resulted in the learning of more words along with higher reading comprehension scores than relying on guessing from context clues. ||
 * Great Reading Sites || = Reading Tools Websites =

Oodles of good stuff for reading including tools for differentiation of texts, resources, great ideas, etc. Go to "Part 3" ||